EDN325:Introductiontomoney

Author:KellyGrimm
Datecreated:04/12/201611:41PMCDTDatemodified:04/15/20161:28PMCDT

Demographic/ContextualInformation
Grade/Level

Grade2

NumberofStudents

21

DateofLesson

MondayApril18,2016

LessonStartTime

12:00PM

Howmanyminutesisthe
lesson

40

Course/Subject

Mathematics

Unit/Theme

AStoryofUnits(MeasurementandMoney)

TitleofLesson

IntroductiontoMoney

WhereintheUnitdoesthis
Lessonoccur?

Beginning

Structure(s)/Groupingforthe
Lesson

WholeClass
Partner
Independent

StudentCharacteristicsthat
NeedtobeConsidered

Studentscomebackfromlunchandmightstillbewoundupfromlunch.

ListtheNeedsofStudents
withIEPs

N/A

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthisunitisforstudentstobecomefluentinadditionandsubtractionthroughgraphingand
answeringwordproblemsandthroughtheexplorationofmoney.Studentswillbuildtheseskillsthroughpartnerwork,
graphingactivities,andmoneyactivitiesandgames.

Rationale/Context

Thislessoncomesatthebeginningoftheunitbecauseitisanintroductorylessonaboutmoneyinwhichstudentswillbe
addingthecoinstogethertogetthetotalvalueofasetofcoins.Studentswillbereintroducedtothevaluesofcoins
andadollar.Inthesucceedinglessons,studentswillcontinuetoworkonvaluesofcoinsanddollarsinvolvingadding
andsubtractingandmakingthesamevaluewithdifferentcoins.

PriorKnowledgeand
Conceptions

Knowledge:
Dollarsign
Centsign
Penny=1cent
Nickel=5cents
Dime=10cents
Quarter=25cents
NumberSentence
Skills:
Adding
Voabulary:
Dollar
Penny
Nickel
Dime
Quarter

Page 1 of 5

Standards

ILIllinoisLearningStandards
LearningArea:Mathematics
Goal7:EstimationandMeasurementEstimate,makeandusemeasurementsofobjects,quantitiesandrelationshipsand
determineacceptablelevelsofaccuracy.
Measurementprovidesawaytoanswerquestionsabout"howmany,""howmuch"and"howfar."Itisanindispensable
componentofbusiness,manufacturing,art,medicineandmanyotheraspectsofdailylife.Wedescribethesizes,capacities
andvaluesofmanythings,fromthelargedistancesinvolvedinspacetravel,totheverysmallquantitiesincomputer
designandmicrobiology,tothevaryingvaluesofcurrenciesininternationalmonetaryexchange.Allpeoplemustbeableto
chooseanappropriatelevelofaccuracyforameasurementtoselectwhatmeasuringinstrumentstouseandtocorrectly
determinethemeasuresofobjects,spaceandtime.Theseactivitiesrequirepeopletobeabletousestandardinstruments
includingrulers,volumeandcapacitymeasures,timersandemergingmeasurementtechnologiesfoundinthehomeand
workplace.
Standard/AbilityA:Measureandcomparequantitiesusingappropriateunits,instrumentsandmethods.
GradeLevel:EarlyElementary
LearningBenchmark7.A.1c:
Identifyanddescribetherelativevaluesandrelationshipsamongcoinsandsolveadditionandsubtraction
problemsusingcurrency.

USACommonCoreStateStandards(June2010)
Subject:Mathematics
Grade:Grade2
Domain:MeasurementandData2.MD
Cluster:Workwithtimeandmoney.
Standard:
8.Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies,using$andsymbols
appropriately.Example:Ifyouhave2dimesand3pennies,howmanycentsdoyouhave?

AcademicLanguageDemands
Vocabulary
Dime
Penny
Nickel
Quarter
Dollar
Value
Functions

Studentswillrecognizethevalueofeachcoinandbeabletoaddthecoinsvaluestogether.

SyntaxandDiscourse(1
Required)

Studentswillunderstndtherelationshipbetweencoinsandtheirvalues

OBJECTIVE1

SWBATcorrecltyrecognizethevalueofcoins.

Tool(s)UsedforAssessment

Objective1willbeassessedwhenstudentsverballysaythenameandvalueofthecoinIholdup.Objective1willalso
beassessedwhenstudentsarecompletingpracticeproblemsontheirwhiteboardsandverballyexplainhowtheyknew
thevalueofthesetofcoins.

EvidenceandAssessmentof
StudentLearning

Iwillknowifstudentshaveprogressedtowardsobjectiveonewhentheywritedownthecorrectvalueforthecoinson
theirwhiteboards.Anotherwayobjective1willbeassessedisthroughstudents'exitslip.Theywillhavetoknowthe
valuesofthecoinsinordertoaddtheamountofthecoinsineachquestion

ExpectationsforStudent
Learning

Exceeds:Studentcorrectlyrecognizes4ofthecoins

Meets:Studentcorrectlyrecognize3ofthe4coins

Below:Doesnotcorrectlyrecognizeatleast2ofthe4coins.

OBJECTIVE2

SWBATcorrectlycountupstartingfromthelargestvaluedcointofindthetotalvalueofthecoins.

Tool(s)UsedforAssessment

Objective2willbeassessedthroughtheloopinggame"Ihavewhohas"inwhichstudentsneedtoaddupthetotal
amountofchangetheyhaveinordercorrectlyidentifythecorrectamountthatanotherstudenthassaid.Anotherway
objective2willbeassessedisthroughstudents'exitslip.Theywillhavetoknowthevaluestobeabletoaddthetotal
amountofthecoinsineachquestion.

EvidenceofStudentLearning

Iwillknowwhenstudentsareprogressingtowardsobjectivetwowhenstudentsexplainhowaddedthecoinsinorder
togetthetotalvalue.Ishouldhearthestudentstartingwiththelargestnumberintheirnumbersentenceor
explanationofhowtheyadded.Studentswillalsobeprogressingtowardsobjectivetwowhentheycountuptheirtotak
valuesontheirIhavewhohascard.Ishouldseethestudentcountingthecoinsup,creatinganumbersentence,and
writingdowntheanswerontheircard.

ExpectationsforStudent
Learning

Exceeds:Studentcorrectlyanswersbothquestionsontheirexitslip.

Page 2 of 5

Meets:Studentscorrectlyanswersonequestionontheirexitslip.

Doesnotmeet:Studentsdonotcorrectlyansweraquestionontheirexitslip.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

NumberofMinutes
5

Introduction
Reviewcoinsandtheirvalues
"Ihaveacoinworth25centsinmy
pocket,whatcoindoIhave?"
(quarter)
Genasishas10centsinherpocket,
whatcoinorcoinscouldshehave?
(adime)
"Ihave15cents,whatcoinscouldI
have?"(adimeandanickel)
Cheyennehas26cents,whatcoins
couldshehave?(aquarterand
penny)
Xavierhas35cents,whatcoins
couldhehave?(aquarteranddime)
Wehavebeenworkingalotonaddition,from
wordproblemsto3digitnumbers.Todayweare
goingtofocusoncountingcoins.Bytheendof
todayyouwillbeabletorecognizethevalueof
thecoinandbeabletoaddthecoinsuptoits
totalvalue.

InstructionalSequence

Numberofminutes
30

InstructionalSequence
DirectInstruction
Teachstudentstocountcoinsincoin
isolation,havestudentswritenumber
sentencesforeachproblem
MentalModelwith5pennies
Iknowthatapenny'svalueis1cent
andIhave5.Iwillhavetoadd15
times(1+1+1+1+1=5).Thetotal
valueofmycoinsis5cents
Partnerwork
Holdup3nickels
Howdoyouknowthis?(each
nickelsvalueis5cents,so5+5+5=
15
Ifmilkatlunchcosts3nickels,how
muchwouldthemilkcost?(15
cents)
Holdup3dimes
Davidhas3dimes.Howmuch
moneydoeshehave?(30
cents)
Howdoyouknowthis?(each
dimeis10centsand
10+10+10=30)
Holdup3quarters
HowmuchwouldIhaveifI
had3quartersinmypocket?
(75cents)
Howdoyouknowthis?(a
quarteris25centsand
25+25+25=75)
DirectTeaching
Teachcountingmixedgroupswithlargest
value
Explainthatitwillbeeasiertocount
coinswhenyoustartwiththelargest
coinvaluefirstthenworkyourwayto
thesmallestortheycanwritea
numbersentence.
Example:
Take2dimesand3pennies
andholdthemup
Startwithcountingthe
dimesfirstandhave
studentscountthe
valueof2dimes(10,20)

Page 3 of 5

thenthepennieswith
thevalueof20(21
,22,23).Thetotal
amountofcoinsis23
Partnerwork:
1quarter,1dime,1penny
Whatisthetotalvalue?(36cents)
Howdidyoufindtheanswer
(startedwith25thenadded10and1
toequal36)
1quarter,2pennies,1dime
Whatisthetotalvalue?(37cents)
Howdidyouknowthis?
(25+10+1+1)
2quarters,2dimes,1nickel
Whatisthetotalvalue?(71cents)
Howdidyouknowthis?
(25+25+10+10+1)
WholeClass
PlayIhavewhohas
Eachplayerrecievesacard
Havestudentswritetheirtotalvalue
ofthecardontheircardwithdry
earsemarker
Teacherwillstartwiththestartcard
andendwiththefinishcard

Closure

Numberofminutes
5Minutes

Conclusion
Postitnoteexitslip(2problems)
Guidelines
Studentscompletetheexitslipfor
thelessonindependentlyattheir
seats
Studentsneedtoincludeanumber
sentence
Problem1Youhave1quarter,4nickels,
and1penny,Whatisyourtotalvalue?
(46cents)
Problem2Youhave45centsinyour
pocket,youpulledaquarteranddimeout.
Whatarethemissingcoins?
Todayweworkedveryhardonlearninghowto
countthetotalvalueofourcoins.Inthenext
lessons,wewillcontinuetoworkwithcounting
money.

Differentiation/Extension

Sincestudentsarecomingbackfromlunch,Iincludedalotofgroupworktoallowthestudentstotalkwitheachother
andwithinthegroupsIwillhaveastrugglingstudentwithastudentwhoisnotstrugglineandwhocanchallengethem
more.Iincludedmorechallengingproblemsforthestudentswhounderstandhowtocountmoney.Ialsoincludeda
gamethatstudentswillhavetolistenandquietdowninordertoparticipatein.

WhatIfs

Whatiftimegoestoolong:DonotplaytheIhavewhohasgameandcompletetheexitslip
Whatiftimegoestooshort:Startworkingonmoneywordproblemswithstudents
Whatifstudentsdonotrememberthevaluesofthecoins:Havethevaluesandpicturesofcoinsontheboardfor
students.
Whatifstudentsarehavingacardtimewithaddingmixedcoins:Completemorepracticeproblemsasagroupandwrite
anumbersentenceforstudentsforeachproblem.
Whatifthestudentisnotabletoadduptheircoinson"Ihavewhohas"card:Havestudentbringittotheboardand
workonitasaclass.
Whatifthestudentishavingahardtimewiththeirexitslip:Allowstudentstoworkwithpartnerorhaveapeermentor
forthestudent.

ResourcesandMaterials
Materialsandresources:
Fiorini,Sandy.Introductiontomoney.(2016).R.CHill.Romeoville,IL
Jason'sOnlineClassroom.MoneyIhaveWhoHasGame.TeachersPayTeachers.
MoneyInstructor.TeachingMoneySkillsClassifiedbyGradeLevel:SecondGradeandThirdGrade(n.d.).Retrieved
fromhttp://content.moneyinstructor.com/2443/secondgrademoney.html
Attachments:
1. MoneyIHaveWhoHasGame.pdf

III.AnticipatedFeedbackOnStudentLearning

Page 4 of 5

StudentFeedback

A.Adimeissmallerbutitisactuallyworth10centsnot5.Goodtry,buthowmuchisa_____worth?Ilikeyour
thinking,butdoesthatadduptotheamountthatweneed?

B.Thiswillguidestudentslearningbecauseitmakesstudentsthinkaboutthevalueofeachcoinandnotjustwhatthey
arecalled.

Assessment/Rubrics

N/A

Page 5 of 5